Danmaku questions elicit rapid co-answering and co-confusion, while discussion-board questions often go unanswered or support multi-round elaboration¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Questions in danmaku regularly received many brief peer replies forming collective answers, and repeated similar needs could create a co-confusion atmosphere; on the discussion board many questions received no or few responses, though answered ones could sustain follow-up rounds. → Bo Yang 2024

Evidence¶

Bo Yang 2024¶

Bo Yang. (2024). Combining Danmaku and Discussion Boards: Toward A Scalable and Sociable Environment for Mass Collaboration in MOOCs. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-024-09426-3

q2 · i? · qualitative · r3

Qualitative content analysis (RQ3) of outstanding interactional behaviors examined excerpts of question-related exchanges. It found danmaku questions "regularly received a number of replies from peers" producing co-answering, while "many questions received no or few responses on the discussion board," creating a feeling of lonely confusion.

"Danmaku formulated as questions regularly received a number of replies from peers, achieving a “co-answering” phenomenon"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Interaction in danmaku and discussion boards spanned A3C levels from attendance through cooperation, with collaboration rare and limited to knowledge discussions — related
• Mass participation formats in online communities depend on the tools used (Danmaku versus discussion board) — related
• All discussion-board contributors sent significantly more text per person than all danmaku contributors in every shared category — related
• Danmaku hosts mass participation as a continuous collective flow while the discussion board divides learners into threaded small groups — related
• Danmaku interaction is predominantly socio-emotional while discussion-board interaction tilts cognitive, and the tools share only four content categories — related
• Danmaku learners engage in parasocial greetings and compliments to the instructor and seek co-learning presence, phenomena absent on the discussion board — related
• Wireless keypads with immediate-response questions convert a passive lecture audience into active learners by providing rapid feedback — related
• Danmaku primarily carries tacit knowledge sharing via personal experience while the discussion board carries explicit mathematical knowledge — related
• Discussion participation shifted from teacher-driven exchanges with few contributors to broader student participation and student-to-student argumentation — related
• A student-led small-group discussion assessment sustained online participation and produced denser peer interaction than a standard teacher-led discussion board — related